TDAH no contexto escolar: saberes e desafios docentes

Abstract

The number of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has progressively increased in recent years, which raises a crucial question: how are teachers dealing with the learning of children diagnosed with ADHD? Are educators prepared and informed about the disorder to welcome these students? Therefore, through a bibliographic review, this study seeks to understand the training of teachers to work pedagogically with children diagnosed with ADHD, as exposed in Brazilian literature. The specific objectives are: To understand the role of educators in the learning process of students with ADHD, both positively and negatively; To verify the relationship between continuing education and the promotion of a more inclusive and appropriate learning environment for children diagnosed with ADHD. The study highlights the importance of teacher training, the fundamental role of the teacher in the student's trajectory, and the relevance of the pedagogical practices, strategies, and methodologies employed.